Albania vs Mexico: Share of children achieving minimum proficiency in reading and math at each education level
Albania
25.2%
in 2022
Mexico
30.1%
in 2022
Albania rank
43rd
Mexico rank
40th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Albania
- Mexico
How they compare
Mexico currently reports 30.1% against 25.2% in Albania, a difference of 4.9%.
That makes Mexico's figure about 1.2 times Albania's.
The two have swapped places 3 times across 6 shared years of data; in 2000 it was Albania ahead.
Albania ranks 43rd and Mexico ranks 40th of 51 countries.
Across the 3 decades both report, Albania averaged higher in 2 and Mexico in 1.
Head to head by decade
| Decade | Albania | Mexico | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 32.8% | 32.1% | 0.7% | Albania |
| 2010s | 46.1% | 37.5% | 8.6% | Albania |
| 2020s | 25.2% | 30.1% | 4.9% | Mexico |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of children achieving minimum proficiency in reading and math at each education level, Albania or Mexico?
- Mexico, at 30.1% against 25.2% in Albania as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Albania and Mexico?
- 4.9%, with Mexico ahead.
- How many years of comparable data are there for Albania and Mexico?
- 6 years are reported by both, from 2000 to 2022.
- How do Albania and Mexico rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Albania ranks 43rd and Mexico ranks 40th of 51 countries.
- Where does this data come from?
- UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data, published as Share of children achieving minimum proficiency in reading and math at each education level. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Share of children who achieve minimum math proficiency by the end of lower secondary education. This data accounts for school completion rates to estimate skills for all children, not just those in school.